The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis
Open accessAbstract
The emphasis in this paper is on access, defined as the ability to draw on or utilize one’s intellectual resources in situations where those resources are relevant. A number of factors influence access. They have been identified in various strands of research representing different construct and curriculum perspectives. To date, few attempts have been made to synthesize this research. This is the purpose of the present paper, which utilizes a framework thought to have relevance across research domains. According to this framework, two factors influence students’ ability to access knowledge, strategy, and disposition. The first is organizational in nature, the second relates to the amount of reflective awareness possessed by the individual. This paper discusses how organization and awareness factors influence access in each of the informational categories and how teachers can better attend to these factors and thus promote access or transfer in students.
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Citations
Cites
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Accommodation of a scientific conception: Toward a theory of conceptual change
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Schema induction and analogical transfer
Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 3,010 · cited 4×
“The direct approach does not work well either: Providing subjects with an explicit verbal statement of the convergence principle does not increase analogical transfer (Gick & Holyoak, 1983).”
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“Gick and Holyoak (1980) demonstrate that prior exposure to only one of the analogous problems is insufficient to promote transfer—unless subjects are given a broad hint to make use of it in solving the second problem.”
BackgroundMethodWhat do people think they're doing? Action identification and human behavior.
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Knowing, Doing, and Teaching Multiplication
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Cited by
Kraiger, K., Ford, J. K., & Salas, E. (1993) · Journal of Applied Psychology · doi:10.1037/0021-9010.78.2.311 · Cited by 1,831
Makransky, G., & Petersen, G. B. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09586-2 · Cited by 1,438
Xin, Y. P., & Jitendra, A. K. (1999) · The Journal of Special Education · doi:10.1177/002246699903200402 · Cited by 185
Transfer of learning in virtual environments: a new challenge?
Bossard, C., Kermarrec, G., Buche, C., & Tisseau, J. (2008) · Virtual Reality · doi:10.1007/s10055-008-0093-y · Cited by 154
Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., & Renkl, A. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.05.001 · Cited by 151
Metadata
- Authors
- Prawat, R. S.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1989
- Volume
- 59
- Issue
- 1
- Pages
- 1
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2118869194
- Cited by
- 429
- References
- 10
- FWCI
- 27.67
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
